Observed Teacher: Name Removed
2016
The Domain 1 information from the Pre-Conference Guide has already been copied into the organizer.
1A. What will you teach?
Learning targets aligned with
standards and student data
inform planning
1B. How will you teach
the lesson?
Uses content, resources and
student knowledge to design
coherent instruction
Grade/Subject: 11 / American Lit Comp Honors Date: May to June 30,
DOMAIN 1: PLANNING AND PREPARATION
i. Plans units and What is the lesson learning target(s) and how does it align with your lesson
lessons effectively activities?
The learning target is: Students will learn about rhetorical devices: ethos, pathos,
logos and how to identify them properly.
Students will identify rhetorical devices and persuasive techniques as they appear in
mass media. (11.5.6.6)
ii. Applies content How have you incorporated what you know about how students learn your
knowledge and content and academic language into your plans?
knowledge of how
students learn My students are very interested in topics that are relevant to their own lives. I will
ask them to use examples from their own lives to engage in the different rhetorical
devices. During this lesson my students will be writing down terms and definitions of
rhetorical devices.
i. Designs coherent How have you planned strategies and grouping that will support student
instruction
cognitive engagement?
I am planning to use a variety of teaching strategies to help engage students. I have
reviewed the examples in the book and think they will help students with learning.
ii. Uses relevant What resources and/or technology will be utilized and how will they be used by
resources and
technology students to promote deeper thinking about the content?
Students will use their books as a resource.
 iii. Designs How have students interests, cultural backgrounds, language proficiency and
culturally relevant exceptionalities been incorporated into your plan?
instructional
strategies My students have a variety of cultural backgrounds and interests. Some students are
ELL.

1C. How will you know if i. Plans formative What formative and/or summative assessments are planned, and how do you
students learned what and summative anticipate using the results to adjust this lesson and future lessons?
you taught? assessments
I will have students share examples of their rhetorical devices and I hope to clarify
any confusion or questions during this time. I also gave students a pre-assessment
Plans for assessment and
differentiation that I will look at in the future.

ii. Plans for How have you used student data to plan differentiation of the lesson content,
differentiation
product or learning experience?
My students have lots of different needs and I meet their needs with my varied
teaching methods.

DOMAIN 2: CLASSROOM OBSERVATION

2A. How does your Ai. Creates a
classroom promote a safe learning
culture of learning? environment

Aii. Establishes
high cognitive t-what else do you have to endure
expectations
 t-do you have to endure your parents?
s-yes and teachers
s-the police if youre a criminal
s-racism
t-you have to endure racism, thats a good one

Aiii. Creates a
culture of
persistence

2B. How do you manage Bi. Establishes and ss-at least one student is on her phone (39:25
your classroom? maintains ss-one student is dancing in front of the camera (39:32)
classroom routines
and procedures ss- at least 9 students are lined up by the door (39:58)

Bii. Monitors and s-the one on the left has the wide angle
provides feedback t-the other one is on the board
on student
behavior t-put your phone away, like away away
t-i have to endure you thinking youll be sneaky (3:30)

Teacher is circulating the room while students write in notebooks (7:55)

Teacher is circulating the room (10:30)

t-alright, shhhh

3A. How do you
communicate content to
students?
Communicates learning
targets and content clearly and
effectively
s-at least 2 students are still talking
t-you curfew is what
s-at least 2 students respond
t-alright, lets say you show up at 2AM
t-k, lets right it now
t-shhh, Rubin, write it down first, shhh
ss- at least two students are talking
ss- at least 11 students are writing
DOMAIN 3: CLASSROOM OBSERVATION
Ai. Uses content t-k, after you write down rhetoric you need to write down the information of pathos, ethos
language to and
promote learning
t-now before you start complaining you dont have to write down the whole paragraph, just
the first two sentences.
t-for pathos you should write, teacher reads out the definition.
t-write those first two sentences for each one
t-make sense
ss-at least 4 students say yes (9:35)
s-ethos,
t-why ethos,
 s-one word against the other
t-whos word is more believable
s-at least one student says the neighbor
t-what is the neighbor is a serial killer, would you believe him

t-okay, we are going to start with Athos, emotional

t-here is the situation, teacher reads the situation
t-appeals to them why you shouldnt be in trouble, emotional
ss-at least 4 students are talking

Aii. Communicates t-did we bring our springboard books today I hope?

learning targets and s-yes
directions.
t-open them to page 224
ss-at least 11 students are opening their books (6:00)

s-inaudible
t-where is your books
s-inaudible
t-do you not have that box in the top corner, okay lets move on then.
At least 16 students are writing

t-on page 224 there are more specific definitions

t-I want you to copy them down
s-should I start a new page
t- I would probably start a new page
t-the first one I want you to write down is rhetoric

3B. What strategies do
you use to engage students
and promote their
ownership of learning?
Facilitates activities and
discussions that promote high
cognitive engagement
t-teacher reads the definition
s-do we have to write that whole things
t-yes right that whole thing
Bi. Uses t-alright, lets practice, start a new page.
instructional s-inaudible
strategies to engage
students in learning t-you are going to practices these
s- inaudible question
t-no write it out
ss-at least 9 students are writing in their notebooks
t-so this should also turn up wear, Rubin?
s- table of contents
Bii. Uses t-okay (16:00)
questioning and t-if you look at the bottom of 224, there is an example, lets see if you can figure out which
discussion
techniques type of appeal this is
t-if Mr. neighbors says he is home by 10PM, but his neighbor says he is home after 2AM.
s-at least one student says logos (same student as earlier)
t-k, is there inaudible
s-inaudible
t-is there emotion there
t-second one is a little easier, teacher reads the situation
s-at least one student says pathos
s-at least one student says
t-how many thing it is pathos one student raises his hand
t-how many believe it is ethos
s-at least 5 students raise their hand
 t-on Friday you had to do a pretest with does anyone remember what those are
t- calls on student (same student as earlier)
s-student answers
ss-at least 3 other students shout out answers
t-pathos which is emotional

Biii. Groups
purposefully

Biv. Uses t-okay, are we almost done

appropriate pacing s-at least one student says no
and structure
t-close?
s-at least one student says yes (12:40)

t-we are going to pretty much work on this all week (38:00)
ss-students start backing up
ss-at least 6 students are putting notebooks in their backpacks (38:40)
ss-at least 4 students are talking
ss-at least 4 students are standing (38:58)
t-k, wait for the bell (39:02)

3C. How do you utilize Ci. Uses formative

student data to advance assessments to
each students learning? inform instruction
Uses varied assessment
techniques to advance student
learning

Cii. Provides t-teacher looks at some student answers

academic feedback t-blank, blank this is a problem
to advance
learning
t-another example
s-respond
t-thats not a good example
s-inaudible
t-so you can just do stupid things
s-inaudible
t-stupid things have stupid consequences

Ciii. Promotes
student self-
assessment